Global climate change is the keystone anthropogenic factor that for decades has been debated and analyzed from various levels of governance in an effort of achieving a sustainable future. Yet, increasing greenhouse gas emissions (GHGs) continue impacting the livelihoods of millions of people, forcing human displacement and mass migrations. Often these events trigger crop failures leading to food shortages. Their causes are multifaceted and prompted by drastic changes to the environment like floods, uncontrollable fires and/or soil erosion, which expand desertification, and biodiversity loss. Industrial agriculture is the leading human activity for GHGs, that is exacerbating climate change on a planetary scale, with effects on vast regions of the global south. Nonetheless, farming remains a primary economic activity. In Africa it is carried out primarily through peasant agriculture, which is practiced with a priority of providing food for local communities. Thus, most African farming is intertwined with traditional approaches to agriculture that can be sensitive to a conservation of natural resources, from which agriculture depends. Curricula in agroecology can be transformative and have potential for realizing an effective implementation of climate change education. This assessment study triangulated qualitative data that were collected through a document analysis review, observations, and case study about rice intensification (SRI). Recommendations from this evaluation yielded an original model that could serve stakeholders in Sierra Leone and more countries to employ agroecology as a vehicle to spur programs in climate change education.